Standard10

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Standard 10

Teachers are connected with other teachers and the community.


 * ** The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well being and acts with integrity, fairness and in an ethical manner. **


 * Evidence 1: **

Classroom Newsletter



School Website with School Newsletter []


 * Rationale 1: **

Communication is one of the most important elements in education. Keeping everyone in the loop is key for a successful education and to build a strong, connected learning environment. I always keep the lines of communication open for my students, parents, staff members as well as members of our parish community and the surrounding community members. It is communication that builds relationships and creates a team that will work together for the betterment of students, classrooms, schools and communities. The communication that took place this year arrived in many ways to best fit the needs of my audience. I communicated with my fourth graders and their parents through monthly classroom newsletters, monthly school newsletter as well as frequent, friendly reminders via notes, postcards, e-mails or telephone calls. The classroom newsletter was more detailed and provided my students and families with information on upcoming events, projects, volunteer opportunities, academics and general class updates. My newsletter also encourages parents to express any comments or concerns that they may have with their child and their education. I would also add notes of thanks for parents who have helped in the classroom or donated materials to express my gratitude for their efforts. The class newsletter is e-mailed to all the students’ parents unless a paper copy is requested at the beginning of the year. The school newsletter informs other parents within our school and parish community about what in going on in fourth grade and what’s ahead. The school newsletters also keeps the staff aware of what other students are doing in the building and upcoming events. This newsletter is available on the school website and also available in paper form in the school office and parishes connected with our school. Parents and others involved in the students life or school community are always invited to learn about what we doing through these communication tools making all feel welcome and a part of a large community.


 * KSD**


 * 10.K.2 The teacher understands how factors in the students’ environment outside of school (e.g. family circumstances, community environments, health, and economic conditions) may influence students’ lives and learning.**


 * When extending lines of communication, I was always sure to include e-mail and mailing addresses to multiple households per student if required, printed off notes for students without internet access and was sure to touch base first hand to be sure information was being received. Students with any additional or special needs were communicated with more frequently to share how the day went, address issues in class, solve problems or simply discuss concerns surrounding that student's progress. I even worked with doctors and therapists to express my concerns and observations of students within the classroom to help solve more personal issues. Without extending lines of communication to all parents, guardians or other members involved in my students lives, relationships could not be built and that lack of connection would effect what is best for the child/student.


 * 10.S.4 The teacher establishes respectful and productive relationships with parents and guardians from diverse home and community situations and seeks cooperative partnerships in support of student learning and well-being.**


 * Throughout the year, I would meet with divorced parents separately to address the needs and well-being of the student. Many times these conferences would need to be very structured and focused to stay on the topic of the child. I clearly would state that I do not take sides and that my job was to educate their child to the best of my ability. With that being clearly stated, we could communicate productively, create plans for everyone to uphold and develop solutions to any problems that may arise. Even though this did take a lot of time, the students benefited greatly from having everyone on the same page.


 * 10.D.2 The teacher is concerned about all aspects of a child’s well-being (cognitive, emotional, social, and physical), and is alert to signs of difficulty.**


 * Along with the class newsletter and school website and newsletter, I would also send home postcards to the students. My main focus of these postcards was to encourage, inspire and connect with my students. Many of times these postcards were to congratulate the students on achieving a small personal goal whether it be academically, socially, physically or emotionally. The postcards were to remind the students that I’m always aware of what they accomplish, no matter how small the task. Several times, I would have parents e-mail me thanking me for the encouraging words and support. I even observed a few students carrying the postcard in their planner or homework folder for inspiration. I realized a simple postcard could change attitudes, build better relationships and encourage students to succeed.